<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672020000200134</article-id>
<article-id pub-id-type="doi">10.23913/ride.v11i21.748</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Análisis dialógico del discurso: posiciones ideológicas que movilizan la toma de decisiones curriculares de una profesora de educación básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Dialogical Analysis of Discourse: Ideological positions that mobilize curriculum decisions of a basic education teacher]]></article-title>
<article-title xml:lang="pt"><![CDATA[Análise dialógica do discurso: posicionamentos ideológicos que mobilizam a tomada de decisão curricular de um professor da educação básica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caballero Guichard]]></surname>
<given-names><![CDATA[Tamara Paola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica de Chile  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>11</volume>
<numero>21</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672020000200134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672020000200134&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672020000200134&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las decisiones curriculares de los docentes sirven para dotar de pertenencia a lo que se enseña en las escuelas, pues le permiten al profesor adaptar o reconstruir el currículo prescrito externamente según la situación de cada aula. Sin embargo, las decisiones curriculares no son neutrales ni mecánicas; por el contrario, las posiciones ideológicas que poseen los profesores, así como otros factores políticos y socioculturales, contribuyen a que los docentes desarrollen determinadas aproximaciones de toma de decisiones curriculares en vez de otras. Considerando esto, el objetivo de este estudio fue evidenciar las posiciones ideológicas que movilizan la toma de decisiones curriculares a nivel de aula de una profesora de educación básica. Para ello, se aplicó el modelo de análisis dialógico del discurso a una entrevista semiestructurada realizada a la referida docente. Los resultados de esta investigación permiten identificar que la toma de decisiones curriculares de la profesora se mueve alrededor de un núcleo ideológico común, que es la flexibilidad curricular, la cual se muestra condicionada por tres aspectos: la propia experiencia docente, el diseño del currículo nacional y las condiciones de la institución educativa. De tal forma que al ser una profesora novel, que trabaja con un currículo que califica como sobrecargado y altamente prescriptivo, en el contexto de una institución enfocada en el cumplimiento y los resultados, predomina en su discurso una posición ideológica más rígida y técnica respecto de su toma de decisiones curriculares, que tienden a ser más reproductivas que adaptativas y constructivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The teachers&#8217; curriculum decisions allow them to give pertinence to what is taught in the schools, because through these decisions the teachers can adapt or reconstruct the externally prescribed curriculum according to the situation of each classroom. However, curriculum decisions are neither neutral nor mechanical, on the contrary the ideological positions held by teachers, like other political and sociocultural factors, contribute to develop certain teacher approaches to curriculum decision-making. Considering this, the purpose of this study was to demonstrate the ideological positions in teachers discourse that mobilize curriculum decision-making at the classroom level in the case of a basic education teacher. To this end, the Dialogical Analysis of the Discourse model was applied to a semi-structured interview conducted with this teacher. The results of this research make it possible to identify that the teacher's curriculum decision-making moves around a common ideological core that is curricular flexibility, which is conditioned by three aspects: the teacher's own experience, the design of the national curriculum and the conditions of the educational institution. As conclusion, in the discourse of the studied teacher, as a novice teacher, who works with a curriculum that qualifies as overloaded and highly prescriptive, in the context of an institution focused on compliance and results, prevails a more rigid an technical ideological position when making curriculum decisions, which tend to be more reproductive than adaptive and constructive.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As decisões curriculares dos professores servem para dar apropriação ao que é ensinado nas escolas, visto que permitem ao professor adaptar ou reconstruir o currículo prescrito externamente de acordo com a situação de cada sala de aula. No entanto, as decisões curriculares não são neutras nem mecânicas; pelo contrário, as posições ideológicas dos professores, bem como outros fatores políticos e socioculturais, contribuem para que os professores desenvolvam certas abordagens curriculares de decisão ao invés de outras. Diante disso, o objetivo deste estudo foi demonstrar os posicionamentos ideológicos que mobilizam a tomada de decisão curricular em nível de sala de aula de um professor da educação básica. Para tanto, aplicou-se o modelo de análise dialógica do discurso a uma entrevista semiestruturada com a referida professora. Os resultados desta pesquisa permitem identificar que a tomada de decisão curricular do professor gira em torno de um núcleo ideológico comum, que é a flexibilidade curricular, que é condicionada por três aspectos: a própria experiência docente, o desenho do currículo nacional. e as condições da instituição de ensino. Para que por ser uma professora iniciante, que trabalha com um currículo que se qualifica como sobrecarregado e altamente prescritivo, no contexto de uma instituição voltada para a conformidade e resultados, prevalece em seu discurso um posicionamento ideológico mais rígido e técnico suas decisões curriculares, que tendem a ser mais reprodutivas do que adaptativas e construtivas.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[análisis del discurso]]></kwd>
<kwd lng="es"><![CDATA[currículo escolar]]></kwd>
<kwd lng="es"><![CDATA[decisiones curriculares]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="en"><![CDATA[discourse analysis]]></kwd>
<kwd lng="en"><![CDATA[school curriculum]]></kwd>
<kwd lng="en"><![CDATA[curriculum decisions]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
<kwd lng="pt"><![CDATA[análise do discurso]]></kwd>
<kwd lng="pt"><![CDATA[currículo escolar]]></kwd>
<kwd lng="pt"><![CDATA[decisões curriculares]]></kwd>
<kwd lng="pt"><![CDATA[prática docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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